Bradley D., Russell D.W. (eds.) Mechatronics in Action: Case Studies in Mechatronics - Applications and Education
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Education in Mechatronics 207
mechatronic systems engineering. Also, it provides better interdepartmental
collaboration in both teaching and collaborative research.
The treatment of mechatronic systems engineering presented in Figure 12.2 is,
in the author’s opinion, in agreement with the currently standard approaches to
compiling the list and content of engineering programmes analysed in this field
[11, 18, 22]. At the same time, the MSMSE programme that was developed
contains a number of innovatory approaches to the composition and content of
courses, specifying the laboratory equipment and use of software to collaboration
with industry and governmental scientific, and technological agencies and
professional societies.
MECHANICAL ENGINEERING
Analytical Inverse Dynamics
System Modelling
Mechanical, Hydraulic,
Pneumatic, Thermo Systems
Design
Logic Design & Automation
Optimal Control Theory
Intelligent Controllers
Electrical Actuators
Advanced Sensors
ELECTRICAL & COMPUTER ENGINEERING
Robust/Intelligent Logic
Control Algorithms
Mechanical System with
Electrical & Electronic
Hardware
Matmematical Model of Mechanical
System Optimisation
Software for Simulating Intelligent
System Behaviour
Programmable Logic Devices
Software for Implementing Robust/
Intelligent Logic Control Algorithms
Mechatronic
Systems
Engineering
MATHEMATICS & COMPUTER SCIENCE
Artificial Intelligence
Computers
Optimisation Theory
Fig. 12.2 Mechatronic systems engineering
Consider the problems of the types of course and their contents. Historically,
the professional background and research interests of faculty members define the
technical orientation and research interests of the courses and curricula. On one
hand, this is good as it makes courses stronger. On the other hand, if the courses
solely follow the research interests of the programme leader, the programme can
become stagnant and narrow in its focus and development. To provide diversity is
one of the important goals of the programme. This is achieved by; (i) arranging an
appropriate course structure that covers the main current needs of the industry and
by (ii) keeping a balance between inviting experts from the industrial field
associated with a particular system design, and maintaining analytical and
engineering level of the programme by inviting representatives from those
branches of the industry which provide analytical/software tools and hardware
instrumentation to solve engineering problems.
To address these concerns, all courses should be product-oriented and be based
on appropriate analytical principles that differentiate between the courses in the
208 V.V. Vantsevich
proposed MSMSE programme and similar courses in other programmes. This is to
make the programme competitive with others. Figure 12.3 presents eight core-
courses that can be classified into three modules.
The first module of Figure 12.3 comprises the courses MSE6113, Analytical &
Adaptive Dynamics in Mechatronic Systems, and MSE6123, Mechanical Design
of Mechatronic Systems/Robots. The first of these is concerned with fundamentals
of mathematic modelling of mechatronic systems.
As previously mentioned, there are few books on the specifics of mechanical
design of mechatronic systems. The course MSE6123 is intended to fill this void
and to teach students the principles of mechanical design of mechanical systems
when they become parts of mechatronic systems.
MSE6113
Analytical & Adaptive
Dynamics in
Mechatronic Systems
MSE6123
Mechanical Design of
Mechatronic Systems/
Robots
MCS5563
Intelligent Control
MSE6143
Adaptive Control in
Mechatronic Systems
MSE6153 -
Optimisation in
Mechatronic Systems
MSE5133
Modern Control in
Mechatronic Systems
MSE6173
Mechatronic Systems
Implementation - I
MSE6183
Mechatronic Systems
Implementation - II
Module 1 - Mathematical
Modelling & Mechanical Design
Module 2 - Control & Optimisation Module 3 - Implementation
Fig. 12.3 Requisite core courses and associated modules
A second group of core-courses shown in Module 2 of Figure 12.3 is
comprised of control and optimisation courses. Optimal control in mechatronic
systems is a part of the course in Optimisation in Mechatronic Systems. The
mechatronic control courses differ from traditional courses in that the mechatronic
control algorithms are built on a mathematical model that represents the entire
system, including the various actuators and motors. Conventional control courses
are often limited to motor controls only.
A particular challenge in working out the curriculum and content of the courses
making up the programme was in incorporating into them of the two themes of
ground vehicle mechatronic systems engineering and the design of industrial
robots, background of which is given to all students. To support this, the six
courses of Modules 1 and 2 shown in Figure 12.3 were developed as product-
oriented courses in which, in addition to the general theoretical content, were
presented with analytic problems, laboratory work and computer workshops
reflecting specific aspects of mathematical modelling, mechanical design and
control system synthesis. As is seen from Figure 12.3, the MCS5563 course was
developed with the Math and Computer Science Department.
An important objective of the two Module 3 courses of Figure 12.3 is to
develop practical skills in mechanical design and implementing control algorithms
Education in Mechatronics 209
into real mechatronic systems. Regarding the initial courses, Mechatronic Systems
Implementation I was then developed as a course on the design of mechatronic
systems for ground vehicles, whereas Mechatronic Systems Implementation II
focused on the design of industrial robotic systems and also includes measurement
systems topics. These two courses and their incorporation in the MSMSE
programme promotes the striking of a balance between teaching
theoretical/analytical courses and training in hardware implementation skills,
something which is a real challenge to achieving a successfully mechatronics
programme [23].
All the elective courses have also been clustered into three modules shown in
Table 12.2. Such a clustering of elective courses makes it possible for students to
gain deeper insight into the fields of mechanical, electrical and computer
engineering, mathematics and computer science or in a specific field of
mechatronic systems engineering. Thesis work in either vehicle systems or
industrial robots, or taking two elective courses completes the specialist
programme.
Table 12.2 Elective Courses in MSMSE programme
15
Courses in Mechanical
Engineering
Courses in Electrical and
Computer Engineering; Math
and Computer Science
Courses in Mechatronic
Systems Engineering
EME5213 – Mechanical
Vibrations
EME5223 – Advanced
Mechanics of Materials
EME5143 – Internal
Combustion Engines
EME5153 – Applied
Thermodynamics
EME6123 – Automotive
Structural Analysis
EME6113 – Fatigue Analysis
EME6213 – Fundamentals of
Acoustics
EME6493 – Theory of Plates &
Shells
EME6553 – Structural Stability
EEE5533 – Digital Control
Systems
EEE5294 – Advanced
Microprocessors
EEE5653 – Digital Signal
Processing
EEE5624 – Computer Vision
MCS5503 – Intelligent Systems
MCS6513 – Advanced Topics
in Intelligent Systems
MSE6283 – Autonomous
Wheel Power Management
Systems
MSE6233 – Special Topics in
Mechatronic Systems
Engineering
MSE6243 – Graduate Directed
Study
MSE6213 – Stability in
Mechatronic Systems
16
MSE6223 – Algorithmic
Synthesis of Complex
Mechatronic Systems
10
MSE6xx3 – Mechatronic
Manufacturing Systems
10
MSE7xx3 – Robust
Mechatronic Systems
10
EME6623 – Automotive
Control Systems – I
EME6623 – Automotive
Control Systems – II
15
Some courses may have prerequisites listed in the University catalogue.
16
Course under development at the time of writing
210 V.V. Vantsevich
System Dynamics
The idea behind the concept of these clusters of courses is to teach mechatronics
as a new philosophy in engineering and to have students implement new
knowledge by experiencing a process of doing real engineering projects. To this
purpose, the first course, Analytical and Adaptive Dynamics, starts with an
introduction to mechatronic systems engineering and then goes on to system
mathematical modelling.
The course is different from conventional courses in systems dynamics which
traditionally are either analytically strong with little applications to engineering
fields or applied with little of the analytical materials needed to develop the
analytical skills of students. The proposed course sets out to balance both
components by including topics such as inverse dynamics; programmable motion
and the stability of mechatronic systems, and by then, arranging the topics into a
sequence of product modelling processes
Newton formulated what is now known as the direct and inverse dynamics
problems [24]. The direct problem is to determine kinematic parameters of a body
subjected to a given set of forces. The inverse problem is to determine forces that
should be applied to a body to maintain the required kinematic parameters of the
body in motion.
The inverse approach is used in many research and engineering fields.
Examples include mechanics of deformable bodies [25], geophysical inverse
methods [26], optical devices [27], and various applications to spacecraft
dynamics [28]. Aspects of inverse dynamics are examined in certain books on
robotic technology [29, 30]. However, modern ground vehicle dynamics have
developed based on the direct dynamics approach, which results in a better
understanding of kinematic response/response of a vehicle subjected to applied
forces [31–34]. A more advanced vehicle dynamics and then vehicle performance
control can be achieved using the inverse approach, e.g., a vehicle is driven by
forces that provide the required kinematic parameters and minimum (or
maximum) values of quality functionals (also called criteria) of the vehicle
operational properties [35–41].
A thorough understanding of the significance of the inverse approach and
inverse dynamics has specifically been included within the educational structure
of the MS in Mechatronic Systems Engineering programme at Lawrence
Technological University. This was done in two ways: (i) incorporation into the
teaching of core-courses as a key element of mechatronic systems engineering and
(ii) inclusion in a new-type of research oriented elective course. Inverse dynamics
is consistently presented in the following core-courses listed here as a way of
teaching fundamentals and considering applications:
• MSE6113 Analytical and Adaptive Dynamics in Mechatronic Systems;
• MSE6123 Mechanical Design of Mechatronic Systems/Robots;
• MSE6143 Adaptive Control in Mechatronic Systems;
Education in Mechatronics 211
• MSE6153 Optimisation in Mechatronic Systems;
• MSE6173 Mechatronic Systems Implementation – I.
Students learn the general fundamentals of inverse dynamics and its
connections with the adaptive dynamics of mechatronic systems in MSE6113, the
topics for which are shown in Table 12.3. In the course, they also consider general
applications of inverse dynamics starting with a particle and going to a system.
Some vehicle applications are included. It therefore follows that the MSE6113
course differs from general engineering analytical dynamics courses both by the
composition of the addressed topics and the sequence of their presentation.
Table 12.3 Course MSE6113 – Analytical and Adaptive Dynamics in Mechatronic Systems
Major Topics
Introduction to Mechatronic Systems Engineering
Introductory Lecture In LabVIEW: Dynamics and Control Architecture
Defining Motion. Kinematic Parameters
Constrained Motion. Kinematic Parameters
Direct and Inverse Kinematics
Direct and Inverse Kinematics with LabVIEW
Dynamic Parameters and Characteristics of Motion
Differential Equations of Motion
Inverse Dynamics with Applications
Stability of Mechatronic Systems
Stability of Mechatronic Systems in LabVIEW (PC Workshop)
Dynamics of Variable Mass Bodies and Fundamentals of Adaptive Dynamics
It is precisely this suggested composition of topics and the sequence of their
presentation that determine the product orientation of this course since the
sequence of presentation in this course is actually an innovative algorithmic
sequence of an engineer’s actions when synthesising a mathematical model of the
mechatronic system under design. It should be emphasised here that the
innovation in this algorithm precisely consists of modelling of mechatronic
systems on the basis of inverse dynamics principles. The use of these principles
makes it possible by means of mathematical modelling to determine the
parameters of the system that would provide the system with the required
programmable motion, the kinematic features of which were synthesised
previously in this course when analysing the topic of inverse dynamics.
Adaptive dynamics is also a new and non-traditional part of the MSE6113
course that originally derives from understanding the laws and causes of learning
in animals and man [42] and then goes to non-linear systems behaviour learning
[43]. The topic of inverse dynamics is developed further in the parallel Module 1
course MSE6123, Mechanical Design of Mechatronic Systems/Robots. The first
part of this course is concerned with vehicle operational properties and vehicle
dynamics/performance analysis in conjunction with vehicle mechatronic system
212 V.V. Vantsevich
design for both autonomous and conventional ground vehicles, and presents
criteria for vehicle performance optimisation and vehicle system design. The
second part of the course then considers mechanical engineering problems in
industrial robots.
The MSE6143 and MSE6153 courses then consider controller developments
based on modelling system inverse dynamics and performance. Finally, the
MSE6173 course integrates the inverse approach with vehicle mechatronic system
design, including intelligent systems of unmanned vehicles, active suspension,
hybrid vehicles and so forth.
The application of the inverse dynamics approach is developed further in
elective courses. For example, the new MSE6283 course, Autonomous Wheel
Power Management Systems, covers systems that autonomously control power
distribution between the drive wheels of a multi-wheel drive ground vehicle.
These systems are present in various configurations involved with torque/power
vectoring devices and individual wheel control, limited slip differentials,
hydraulically controlled differentials and electronically-locking differentials.
Autonomous wheel power management systems integrated with other vehicle
autonomous systems are also presented in the course.
Students consider the mechanical design of mechatronic systems, methods for
developing control algorithms based on inverse dynamics principles and PLD
implementation. Methods for experimental study of wheel power management
systems and vehicles are also considered.
Students exercise analytical skills and gain hands-on experience through
workshops, innovative homework and labs using the 4×4 Vehicle Chassis
Dynamometer and associated systems of Figure 12.4. Designed and constructed
by the Department of Mechanical Engineering together with Mustang
Dynamometer, this is one of the most significant components of the MSE6283
Autonomous Wheel Power Management Systems course and the associated
research activity.
Fig. 12.4 The 4×4 Vehicle Chassis Dynamometer with individual wheel control
Education in Mechatronics 213
This dynamometer is a unique resource for vehicle mechatronic systems
experiments and tests whilst each of the wheels can be individually controlled to
imitate different road and terrain conditions. The forces, speeds, and power
applied to the wheels are all controllable. Random wheel torques in various
conditions can be programmed and applied to the wheels. This is done for vehicle
performance optimisation and control as well for powertrain and driveline systems
experimental research and tests.
The course MSE6233, Special Topics in Mechatronic Systems Engineering –
Inverse Wheel Dynamics, is a good example of a new type of course, termed here
as being research-oriented. The uniqueness of the course is that this is not a
conventional teaching course based on lectures and workshops or projects and labs
with predetermined results. Instead, it is a research-oriented course that includes
elements of scientific research, e.g., literature search and analysis, formulation of
research goals, modelling and computer simulation for achieving the goals [40,
41]. As an outcome of the course, a research paper written with an MSMSE
student was recently published by the Mechatronics Forum [44].
Laboratories
The new Mechatronic Systems laboratory was constructed as a platform both for
teaching the MSMSE courses and undertaking research projects for both industry
and Government research agencies and organisations with active students’
participation. The laboratory also supports student thesis work and experimental
research. One of the specific features of the laboratory is the fact that is has been
equipped with equipment currently used in the industry for designing mechatronic
systems and for advanced mechatronics research. Table 12.4 lists some of the
software and hardware that are actively used in the laboratory to support learning
and research.
Table 12.4 Laboratory of Mechatronic Systems: hardware and software list
Mechanical Simulation CarSim*
Daimler Mercedes-Benz seven speed automatic transmission
dSPACE Six PC and six DS1104 R&D Controller Boards
FESTO 2D-positioning system; pneumatic control unit; hydraulic control unit
Kistler Instrument Two piezoelectric wheel transducers and a control unit;
Torque, force, pressure sensors and accelerometers;
Multi-component force plate sensor and BioWare software
KUKA Robotics Two robots KR3
MathWorks MATLAB and Simulink
MSC.Software MSC.ADAMS
National Instruments Six cRIO-9004/NI, cRIO-9104 LabVIEW FDS Bundles;
PXI1010 real-time data acquisition system
214 V.V. Vantsevich
Programming and commercial software support is very important in
mechatronics and many high quality commercial computer products and systems
are available. MATLAB and Simulink were selected to support LTU’s programme
due to their widespread use in industry, and are an integral part of the courses in
the MSMSE programme. There is also other software available for control
algorithm development and rapid control prototyping, robotic system simulations
and programming. Obviously, there is limited time available to teach this range of
software as a single course in the programme. A different approach has been
developed which incorporates commercial software into the programme at
appropriate stages.
The proposed methodology in teaching software is therefore not based on
teaching the software products themselves, but on (i) using software for
mechatronic system simulations and demonstrations during regular lectures, (ii)
providing skills through laboratory and home work, computer workshops and
projects on particular engineering problems and also (iii) based on a gradual
integration of the software in the programme’s courses, not only in one course. As
an example, LabVIEW software and related hardware products from National
Instruments (NI) Corp. are being incorporated in the MSMSE programme with
almost 40 contact hours of lectures, laboratories, workshops, and projects. Thus,
when taking the first course in the programme, MSE6113, Analytical and
Adaptive Dynamics, students learn the principles of LabVIEW, are familiarised
with demonstration models and carry out two 2½ hour workshops on the course
topics. The course MSE6143, Adaptive Control in Mechatronic Systems, is then
based on projects carried out by students using this software and hardware. At the
completion of the programme, the students acquire knowledge in LabVIEW, real-
time and FPGA programming skills at an expert level.
MSMSE programme students also participate in research that is carried out at
the Laboratory of Mechatronic Systems, including in the fields of:
• mechatronic systems for the distribution of power between the wheels of multi-
wheel drive vehicles;
• smart sensors for the pro-active determination of wheel slip under different
terrain conditions;
• autonomous vehicle dynamics control;
• pressure centre control and vehicle stability improvement and related topics.
17
Industrial Advisory Board
The Industry Advisory Board was formed in the earlier stages of the MSMSE
programme development. The main goals of inviting companies, Government
research agencies and professional organisations to participate are to:
17
See also Chapter 6 – Mechatronics and the Motor Car, for more discussion of vehicle
mechatronic systems
Education in Mechatronics 215
• advise on the curricular and course development;
• advise and assist in laboratory development;
• assist in the programme assessment;
• provide input on the needs of the industry with respect to this programme;
• assist in promoting this programme in their organisations;
• recommend potential research topics.
Through participation in the Industry Advisory Board, companies and
organisations could benefit by:
• early access to new developments in technology with potential applications in
new products;
• deeper understanding of current knowledge and resolution of some difficult
technical problems;
• educating engineers in this knowledge with a broader base;
• conducting research on specific projects as required;
• receiving innovative solutions to recurring problems;
• access to multidiscipline faculty expertise;
• development and delivery of short courses on specific topics;
• access to the database in applied research;
• hiring future engineers from a skilled pool of highly educated students;
• exposure to students in the programme and company presentations of new
products.
The current board is composed of engineers, executives and other professionals
working in the industry and professional societies. Members of the board are
selected because of their knowledge of business practices, their experience
working with engineers, and in the case of alumni, their special knowledge of the
culture of Lawrence Technological University. It is also important to maintain a
balance between mechatronic product manufacturing companies and companies
supplying software tools and hardware instrumentations for product development.
Members from professional organisations are very supportive in integrating the
MSMSE programme into the professional world of engineering. Members of the
Industry Advisory Board include at the time of writing:
Aisin World Corporation of America MSC.Software
Chrysler National Instruments
Daimler AG Opal-RT Technologies
dSPACE Robert Bosch
Eaton Robotic Industries Association
FESTO The MathWorks
Ford Motor Company The Timken
General Motors Toyota Technical Center, U.S.A.
Johnson Controls Siemens VDO
216 V.V. Vantsevich
Kistler Instrument US Army RDECOM
(TARDEC, Intelligent Systems)
KUKA Robotics Vector CANtech
Admission to the programme is competitive. Applicants with strong analytical
and creative engineering skills must:
• hold a Bachelor of Science degree in Mechanical Engineering, Electrical and
Computer Engineering, or an equivalent degree from a college or university
accredited by ABET. Individuals with a bachelor of science in mathematics or
computer science, or an equivalent degree from an accredited college or
university, and three to five years of experience working in mechatronic
engineering fields may apply;
• have a minimum undergraduate overall GPA of 3.00.
Student Profile
The diversity of the MSMSE programme and of the student population provides
professional growth and competitive advantages for stable employment
opportunities in current and future job markets. The ages of the student population
ranges from under 30 to over 50. All students are practicing engineering with a
range of graduate and undergraduate degrees, including one student who holds a
Ph.D. in materials sciences.
12.3 Summary
Mechatronic systems engineers combine sets of engineering skills, bridging
mechanical and electronic/computer engineering and are attractive to employers
because they are so versatile. Approximately 25% of current MSMSE students
have been promoted or obtained better jobs since the programme was initiated in
September 2006.
There exists a further positive effect of developing the MSMSE programme in
that its development inspired the formation of a new required undergraduate
course entitled Introduction to Mechatronics. This is a four-credit course and was
worked out and included into the curriculum of the BS in Mechanical Engineering
programme. Undergraduate students, in addition to lecture material, have the
opportunity to carry out laboratory work in the Laboratory of Mechatronic
Systems and to participate in research projects.
The way the MSMSE programme was designed provides high-level expertise
and skills for a stable and extended professional career. Emerging research trends
in biomechanics and chemistry, bio-materials and biology in general will bring
new horizons in mechatronic systems engineering. For this reason, an educational
system in mechatronics should closely and comprehensively react to changes in